Corpus Christi Catholic Primary School
phone: 01744 678102
headteacher: Mrs J Cottrell Bed Hons
152 pupils capacity: 124% full
95 boys 50%
95 girls 50%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 347647, Northing: 401278
- GPS coordinates
- Latitude: 53.506, Longitude: -2.7908
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 12, 2014
- Archdiocese of Liverpool
- Region › Const. › Ward
- North West › St. Helens North › Rainford
- Town and Fringe - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.3 miles Rainford Brook Lodge Community Primary School WA118JX (175 pupils)
- 0.3 miles Rainford CofE Primary School WA118AJ (299 pupils)
- 0.3 miles Rainford CofE Infant School WA118AJ
- 0.3 miles Rainford CofE Junior School WA118AJ
- 0.4 miles Rainford High Technology College WA118NY (1419 pupils)
- 2 miles Crawford Village Primary School WN89QP (35 pupils)
- 2 miles Midstream (West Lancs) Ltd WN89PR
- 2.4 miles Little Digmoor Primary School WN89NF (79 pupils)
- 2.6 miles St Luke's Catholic Primary School WN89DP
- 2.6 miles Bishop Martin Church of England Primary School WN89BN (237 pupils)
- 2.6 miles Hope High School WN89DP (31 pupils)
- 2.6 miles St Luke's RC Infant School WN89DP
- 2.6 miles Hope High School WN89DP
- 2.7 miles Bickerstaffe Voluntary Controlled Church of England School L390EH (88 pupils)
- 2.8 miles St Matthew's Catholic Primary School, Skelmersdale WN89AZ
- 2.8 miles St Matthew's RC Infant School WN89AZ
- 2.8 miles Learn 4 Life School WN89AL (6 pupils)
- 2.8 miles St Francis of Assisi RC Primary School WN89AZ (293 pupils)
- 2.9 miles Moorside Community Primary School WN89EA
- 2.9 miles Delph Side Community Primary School WN86ED (195 pupils)
- 2.9 miles West Bank High School WN86JA
- 2.9 miles Skelmersdale College WN86JA
- 2.9 miles Moorside Community Primary School WN89EA (157 pupils)
- 3 miles St Thomas of Canterbury Catholic Primary School WA106BX (214 pupils)
Corpus Christi Catholic Primary
Old Lane, Rainford, St Helens, Merseyside, WA11 8JF
|Inspection dates||12–13 February 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils and parents agree that the school is |
Pupils’ attainment in English and mathematics
All groups of pupils achieve well because
Children get off to a good start in the Early
Excellent breakfast and after-school clubs are
The subjects that pupils study promote their
welcoming and caring.
is consistently above average by the end of
teaching is good and, at times, outstanding.
Years Foundation Stage and are well
prepared for Year 1.
spiritual, moral, social, cultural and physical
| Pupils’ behaviour is good. Most pupils are |
Pupils feel safe and enjoy coming to school,
The leadership of the headteacher is
engrossed in learning, behave well and work
hard in lessons.
which is reflected in their above-average
outstanding and her clear vision is shared by
governors and senior leaders. Consequently,
pupils’ achievement and the quality of teaching
are improving well in spite of the high levels of
| Not enough teaching is outstanding. |
Not all teachers set work which challenges
pupils and, particularly the most able, to
achieve as well as they could.
| Marking is not always used well enough to help |
Some senior leaders and governors do not
pupils to improve their work nor is enough
opportunity provided for them to act upon the
have enough knowledge of the quality of
teaching and pupils’ learning in all classes and
Information about this inspection
- The inspectors observed 16 lessons or parts of lessons, two of which were joint observations
with the headteacher.
- Meetings were held with senior leaders, staff, members of the governing body, a representative
from the local authority and groups of pupils.
- Inspectors examined the school’s own documentation relating to pupils’ progress, school self-
evaluation and policies relating to safeguarding. They carried out a scrutiny of pupils’ work in
their science, writing and mathematics books.
- The inspectors listened to pupils in Years 1, 2 and 6 read and spoke informally to pupils during
playtimes and lunchtimes.
- They took account of the 37 parent responses received at the time of the inspection from the
on-line questionnaire (Parent View) and parent responses to the school’s own parental survey.
- Inspectors took account of the 19 responses to the staff questionnaire.
|Clare Henderson, Lead inspector||Additional Inspector|
|Melvyn Hemmings||Additional Inspector|
Information about this school
- This is a smaller than average-sized primary school.
- The proportion of pupils eligible for the pupil premium is well below average. The pupil premium
is additional funding for those pupils who are known to be eligible for free school meals, children
from service families and those children who are looked after by the local authority.
- The proportion of pupils supported through school action is well below average.
- The proportion of pupils supported at school action plus or with a statement of special
educational needs is well below average.
- The school meets the government’s current floor standards, which are the minimum
expectations for pupils’ attainment and progress.
- The school has undergone a high level of staff changes since the previous inspection.
- The school offers breakfast and after-school clubs every day.
- Wrap-around-care for three- year-old children is provided daily in the Early Years Foundation
What does the school need to do to improve further?
- Raise the quality of teaching so an even greater proportion is outstanding in order to raise
pupils’ achievement further by ensuring that:
work set in lessons is consistently hard enough for pupils, particularly the most able, to enable
them to always achieve their best
teachers’ marking consistently shows pupils how to improve and that pupils are given enough
time to act upon the advice given.
- Raise the quality of leadership to outstanding by ensuring senior leaders and governors have a
more detailed knowledge of the quality of teaching and pupils’ learning in all classes and
|The achievement of pupils||is good|
- Children start school with skills and knowledge typical for their age. They make good progress in
the Nursery and Reception classes because they have plenty of opportunities to investigate and
develop their confidence in good quality indoor and outdoor classrooms. Strong links with the
adults in Year 1 ensure children are well prepared for the next stage of education.
- Pupils make good progress in Years 1 and 2 and their attainment is above average overall in
reading, writing and mathematics by the end of Year 2.
- Pupils continue to make good progress in Years 3 to 6 and by Year 6, standards in reading,
writing and mathematics are well-above average overall and have been for a number of years.
- While pupils make good progress, the most able pupils are not always challenged to do their
very best. This is because some teachers do not always set work that really stretches their
thinking. Lessons observations, pupils’ work in books and the school’s records confirm this is the
case. This is why achievement is good and not outstanding.
- However, when teaching is outstanding, as observed during the inspection in Years 1, 4 and 5,
all pupils, including the most able, make outstanding progress in reading, writing and
mathematics. The use of probing and challenging questions and constant reminders to pupils of
what they are learning ensures pupils understand fully, are suitable challenged and, as a result,
make outstanding progress in their learning. However, this high level of challenge is not
consistently provided in all year groups.
- Pupils enjoy reading and achievement is good and in some year groups it is outstanding.
Teaching of reading is strong. In Years 1 and 2, pupils make good use of their letters and
sounds to tackle new words. Daily reading, spelling, grammar and punctuation lessons in all
classes and visits to the local library are helping all pupils to read with accuracy, expression and
- Disabled pupils and those pupils who need extra help are fully included in all learning activities.
This reflects the school’s commitment to equal opportunities. As a result, they make good
progress and achieve well.
- The number of pupils known to be eligible for pupil premium funding is very low and, in some
age groups, for example, Year 6 in 2013, there were no pupils. However, there is nothing to
suggest that there are any gaps between the achievement of pupils known to be eligible for free
school meals and that of other pupils.
|The quality of teaching||is good|
- Pupils are eager to say how much they enjoy lessons and that teachers prepare ‘fun and
- Work in pupils’ books and the school’s records of the checks made on teaching indicate that
teaching is typically good and improving.
- Where learning is strongest, staff frequently check pupils’ understanding during the lesson.
Teachers’ skilled questioning based on excellent subject knowledge, gets pupils thinking hard
and gives them time to reflect and explain their answers. This was observed in a Year 1 writing
lesson when the most able pupils were observed writing an exciting and interesting conclusion to
a story using good punctuation and imaginative writing. They persevered well and made rapid
progress by the end of the lesson.
- In an outstanding Year 5 mathematics lesson, pupils were provided with an excellent opportunity
to test out their ideas linked to a real-life situation when they had to work out the variety of
number sequences needed to get astronauts out of a rocket before an asteroid hit it. This task
was confidently tackled by pupils both with partners and on their own. They were absorbed and
engrossed in their learning which was set at the right level for them to achieve the very best
- In the few lessons where learning is less successful, there is too little difference in the activities
given to different groups of pupils. In particular, in some lessons the work set was not hard
enough to challenge the most able pupils to achieve their best in English and mathematics and
furthermore, a small number of pupils interrupt the learning of others by chatting when they are
supposed to be working.
- In most instances, teachers make good use of what pupils already know to identify what they
need to do next to improve. However, occasionally, teachers do not help pupils speed up in their
learning because they do not always mark pupils’ work in a way that tells pupils clearly enough
what they need to do next or give them enough time to carry out the improvements suggested
- Teaching assistants are well informed and work in close partnership with teachers. They provide
sensitive and helpful advice and support for pupils who need extra help or are at risk of not
doing as well as they could.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good.
- Behaviour observed in lessons was good and sometimes outstanding, which has a positive effect
on pupils’ good achievement.
- Inspectors’ observations and school records show that behaviour is typically good in classes,
around the school and over time. Pupils say that poor behaviour never stops them learning in
- Pupils are friendly, considerate and confident. They are proud of their school, work hard and
enjoy learning. They behave well in the dining hall, on the playground and around school. They
are courteous to each other, to staff and to visitors. They display good attitudes to learning and
any minor lapses in behaviour in class are dealt with straight away.
- The school is a welcoming and friendly place. Pupils told inspectors that children all get on well
together. School leaders have successfully created an atmosphere in which all groups of pupils
are included in the life of the school and feel valued. Those pupils the inspectors spoke to
describe the school as a ‘family community’.
- Pupils value the wide range of responsibilities they have, as play leaders, members of the school
council or being a representative on Rainford Parish Council, for example. They are eager to say
how much they enjoy gathering the views of pupils in their classes and improving the school and
especially buying new equipment to use at playtimes.
- In the Early Years Foundation Stage, children are safe and secure and settle quickly because of
the good care and opportunities for ‘wrap around care’ provided.
- The school’s work to keep pupils safe and secure is good. Parents spoken with and those who
returned the school’s questionnaire agree with these views and believe their children are safe,
happy and cared for well.
- Pupils say they feel safe at school. They know how to keep themselves safe, and have a good
understanding of e-safety. Parents are confident that their children will be kept safe.
- Pupils know about different types of bullying, such as cyber-bullying. They say bullying is rare,
but their teachers deal with it quickly and effectively.
- Attendance is above average and pupils arrive promptly. The school’s breakfast and after-school
clubs are extremely well run, and provide excellent care, so pupils enjoy a calm and purposeful
start and end to their school day.
|The leadership and management||are good|
- The highly committed headteacher, together with the governing body, has created a strong
team who share the same values, support each other very well and are committed to raising
standards. Teachers work well as a team of middle leaders and share good practice. As a result,
a culture of good teaching and behaviour flourishes in the school.
- This positive attitude is supported well by valuable training for all staff. The good opportunities
for them to work and learn from the recently appointed experienced senior leaders, helps ensure
good and improving achievement for all groups of pupils.
- There are thorough plans in place for checking the school's work, which include making sure
that targets set for teachers are met, that they link to teachers’ pay and help pupils to achieve
the best they can.
- Leadership is good and not outstanding overall because some senior leaders and governors do
not have a detailed enough knowledge of the quality of teaching and pupils’ learning in all
classes and subjects.
- Senior leaders make good use of the support of the local authority to check the quality of their
work. The school’s track record for well-above average standards by the time pupils leave in
Year 6 shows good capacity for further improvement.
- The area of care for those groups at risk of not doing as they could is well managed. This
ensures all groups of pupils have the same chances of success. In this way, everyone is
respected and discrimination of any kind is not tolerated.
- The subjects that pupils study promote their spiritual, moral, social and cultural development
well because good opportunities to practice their painting and design skills or to learn to play a
musical instrument are built into lessons.
- Arrangements for safeguarding meet all requirements. Records are maintained carefully and
child protection and first-aid training are up to date.
- The Primary School Sport funding has increased pupils’ participation in physical education and
sport and is contributing well to developing better physical wellbeing for pupils.
- The governance of the school:
Governors know the school well because they are regular visitors to school. They check the
information available on pupils’ progress and attainment through raising questions at
governors meetings. However, they do not have enough knowledge of the quality of teaching
and pupils’ achievement in all classes and subjects. They keep a careful watch on the
achievement of pupils known to be eligible for pupil premium funding. They also check the
spending of the Primary School Sport funding and the impact of both these funds on pupils’
learning. They are involved in setting targets for teachers and make sure that clear steps
needed to show improvement are in place. They make sure they meet all legal requirements
about keeping children safe. They also keep a close eye on the school budget.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||104814|
|Local authority||St. Helens|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||189|
|Appropriate authority||The governing body|
|Date of previous school inspection||26 March 2009|
|Telephone number||01744 678102|
|Fax number||01744 678103|